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Season 1, Episodes 1-10 Questions & Activities MAKING A MURDERER ACTIVITIES FOR TEACHERS SEASON 1, EPISODES 1-10 QUESTIONS & ACTIVITIES MAKING ----------- A ----------- MURDERER: Critical-Thinking Questions, Close-Reading Passages, Research & Writing Activities - INCLUDES ANSWER KEY www.teacher FOR GRADES 10-12 spayteachers Episodes are rated appropriate for ages 14 and up; please use your own discretion for appropriateness for .com/Store/ your students. Tracee- Orman Copyright © 2016 Tracee Orman MAKING A MURDERER ACTIVITIES FOR TEACHERS TERMS OF USE Thank you for downloading. Please read the terms of use before distributing this assignment to your students: This downloadable teaching resource includes one single-teacher classroom license. Photocopying of this copyrighted downloadable product is permissible only for one teacher (or teaching team) for his/her own classroom use. Reproduction of this product, in whole or in part, for more than one teacher, classroom, or department, school, or school system, by for-profit tutoring centers and like institutions, or for commercial sale, is strictly prohibited. Multiple licenses can be purchased at a reduced price on your “My Purchases” page at any time. After purchasing multiple licenses, you may distribute copies to your colleagues. This product may not be distributed, posted, stored, displayed, or shared electronically, digitally, or otherwise, without the express written permission of Tracee Orman. Thank you for your cooperation! Copyright ©2001-present, Tracee Orman, All Rights Reserved http:// www.teacherspayte achers.com/Store/ Tracee-Orman CREDITS & DISCLAIMERS: The Common Core Standards were developed and written by the NGA. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. To view the standards online, go to: www.corestandards.org The following resources are not affiliated with Moira Demos and Laura Ricciardi (producers of “Making a Murderer”), Netflix®, or any of the aforementioned’s affiliates. These are meant to supplement and be used in conjunction with the video documentary and be used by educators in a classroom setting. These resources do NOT include video of the documentary. http:// http:// www.teachers www.teacherspaytea payteachers.c chers.com/Store/ om/Store/ Tracee-Orman/Type- Kimberly- Geswein- of-Resource/Clip-Art Fonts FOLLOW ME: https:// https:// https:// https:// https://http://http:// www.trac https:// www.faceb www.insta plus.google. hungerga www.hunge www.teachers twitter.co www.pinter com/ payteachers.c ook.com/ gram.com/ +Hungerga meslesson rgamesless eeorman m/ est.com/ om/Store/ hungergam mrsorman/ meslessons s.tumblr.co ons.com/ Tracee- eslessons/ MrsOrman mrsorman/ m/ .com Orman Copyright © 2016 Tracee Orman MAKING A MURDERER ACTIVITIES FOR TEACHERS ABOUT THE DOCUMENTARY & UNIT The student handouts are designed to correspond with Netflix’s documentary “Making a Murderer.” The documentary consists of 10 episodes, roughly an hour long. The unit will take several weeks; the exact time will depend on whether students will watch episodes independently or in class. Students will engage in meaningful conversations and debates about the events presented, focusing on the wrongful conviction of Steven Avery in 1985, his exoneration after serving 18 years in prison, and his controversial murder charges and conviction in 2005. CONTENT WARNING The material in the documentary is not appropriate for younger students. I chose to teach this unit with high school seniors (students ranging from 17 to 19 years of age). The documentary is rated for ages 14 and up, though you should use your own discretion whether students are mature enough to view. It includes adult content (discusses rape, animal cruelty, murder, mutilation of a corpse) and language (for example, Episode 1 shows a letter in which the “f” word is used; Episode 9 shows a person cursing loudly at reporters). USING THE MATERIALS IN CLASS There are various ways you can present the material. Here are four different options: Option 1: -Show the documentary episodes in class, pausing for clarification and meaningful discussion, while answering the questions on the handout together. Option 2: -Show the documentary episodes in class, pausing for clarification and meaningful discussion. After viewing, give students handouts as a comprehension assessment to be completed independently (could be outside of class or in class). Discuss answers for clarification after students have completed work. Option 3 (“flipped” classroom): -Assign students to view the episodes outside of class. During class, have students answer questions together on handout, engaging in meaningful discussions with classmates. Option 4 (“flipped” classroom): -Assign students to view the episodes outside of class. In class, give students handouts as a comprehension assessment (completed independently or in small groups). After completing, discuss the questions as a class and clarify answers. USE IN CONJUNCTION WITH THE VOCABULARY EXERCISES FOR THE UNIT: MAKING A MURDERER VOCABULARY ACTIVITIES (STANDARDS-BASED) https:// These handouts can be used independently or with my other www.teacherspa resources for the documentary. You can find them all here in yteachers.com/ my store: Store/Tracee- Orman/Category/ Making-a- Murderer Copyright © 2016 Tracee Orman MAKING A MURDERER ACTIVITIES FOR TEACHERS TABLE OF CONTENTS Page(s) Content 2 Terms of Use 3 Table of Contents & Objectives 4 TABLE OF CONTENTS & OBJECTIVES 5-6 Common Core State Standards Alignment 7 Episode 1 Questions: questions and sequence of events activity 12 Episode 2 Questions: questions and close-reading activity 16 Episode 3 Questions: questions 19 Episode 4 Questions: questions and word-origins activity 23 Episode 5 Questions: close-reading activity, questions, and analysis of the structure activity 33 Episode 6 Questions: questions and analysis of the structure activity 39 Episode 7 Questions: questions and close reading activity 46 Episode 8 Questions: questions and word origins activity 50 Episode 9 Questions: questions 53 Episode 10 Questions: questions 56 Writing Prompts: Explanatory/Informative, Argument, and Summary with rubrics 65 Episode Analysis: Main idea/Filmmaker’s purpose; use with any episode) 69 Episode Structure Analysis: Analyze the sequence of events/order of clips; use with any episode) 72-74 Helpful links STUDENT OBJECTIVES • Students will evaluate and analyze a documentary for purpose and point-of view. • Students will read nonfiction passages closely. • Students will determine the central idea(s) of each episode and the documentary as a whole. • Students will determine the main ideas and identify the supporting evidence. • Students will infer/determine the meaning of words/phrases by using context clues. • Students will demonstrate understanding of figurative language and nuances in word meanings. • Students will analyze and evaluate the filmmaker’s claims (arguments) as presented. • Students will research related topics using the internet. • Students will determine whether outside sources are reliable and reasonable. Copyright © 2016 Tracee Orman MAKING A MURDERER ACTIVITIES FOR TEACHERS Common Core Anchor Standards Practiced Throughout the Unit: HISTORY/SOCIAL STUDIES CCSS.ELA-LITERACY.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-LITERACY.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-LITERACY.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. CCSS.ELA-LITERACY.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims. CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among
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